Tanzanian Students' Attitudes Toward English

Abstract

Although much research has been conducted on language policy and its effects in Tanzania, few studies have focused directly on the attitudes and opinions of Tanzanian students and teachers. For this project, 153 secondary students and 28 secondary school teachers from three secondary schools in Dar es Salaam were surveyed. Overall, both students and teachers had positive attitudes about learning and teaching English in the school system and recognized English as an important tool for advancement in their careers and future studies. However, they also recognized the necessity for more English language education and training if English continues to be the medium of instruction for both secondary and postsecondary education. The article suggests that if Tanzania cannot dedicate more resources to developing an appropriate foundation in the English language for both students and teachers and improving teacher training, either using Kiswahili as the medium of instruction or changing to a bilingual model may be more a viable option for the education system. However, these changes would also necessitate both a shift in the general populations' perceptions of English language instruction and a change in the economic benefits of English, making this a complicated and difficult issue to address.

English as medium of instruction and international posture: From the perspective of students

“…Kim, Kweon & Kim, (2017); Kym & Kym (2014); Rahmadani (2016); Tsui & Ngo, (2017); Visconde (2006) ;Wu, (2006) Both students and teachers' perceptions related to EMI Corrales, Rey & Escamilla (2016). Hilliard (2015); Khan (2013) The study of Rahmadani (2016) investigated students' perception of English as a Medium of Instruction (EMI) in English classroom and found out that most students had positive perception or agreed toward English as a medium of instruction so that they can improve their English skills and confidence to speak up, and understand more of English textbook or article and international culture. Similarly, students stated in the study of Wu (2006) that EMI was a helpful language policy which enables students to use English in the class and to learn it better by using in the class.…”

Learners’ Attitudes Toward “English-Only” Institutional Policies: Language Use Outside the Classroom

“…Indeed, when teachers view students' L1s as if they were an enemy or a taboo, students may take a defensive stance, which may cause their opposition to institutional rules and policies, tension in their relationships with instructors, and loss of motivation (Shvidko et al, 2015). Moreover, imposing a language policy that prohibits the use of learners' L1 assumes power and inequality (Berg, Hult, & King, 2001;Cheng, 2012;Hilliard, 2015;Song, 2011). Therefore, it is important that teachers and administrators establish the type of learning environment that diminishes power relations between English and students' L1 and values learners' linguistic and cultural backgrounds (Kubota & Lehner, 2005).…”

The Effect of Using Small and Large Group Discussions on Developing Some Poetry Skills in English and Attitudes towards Poetry Teaching among Special Diploma Students

“…Findings were also interpreted in the light of a ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) : ١٦٥ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺠﺯﺀ‬ ، ( ‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬ ٢٠١٥ ‫ﻡ‬ -٨٩٦ -review of previous findings on the attitudes of students on this issue. Hilliard, (2015). In this project, 153 secondary students and 28 secondary school teachers from three secondary schools in Dar es Salaam were surveyed.…”

“…The aim of this study was to investigate the attitudes of college students at Qatar University concerning the shift from English to Arabic as the language of instruction. Hilliard, (2015). In this project, 153 secondary students and 28 secondary school teachers from three secondary schools in Dar es Salaam were surveyed.…”